Some methods to improve the efficiency of teaching listening skill in grade 5 at tan lap primary school

1
Table of Contents
Contents

1. INTRODUCTION

Pages

1-2

1.1. The reasons for topic .

1

1.2. Research purpopes.

2

1.3. Research objects.

2

1.4 .Research methods.

2

2. THE CONTENT OF THE INNOVATIVE EXPERIENCE

2-16

2.1. Rationale

2

2.2. The reality of problem:

4

2.3. Solutions and implements:

6

2.3.1. Solutions

6

2.3.2. Implements

8

2.4 The results achievements after application of themes

14

3. CONCLUSIONS AND RECOMMENDATIONS

16-17

3.1. Conclusions.

16

3.2. Recommendations.

17

3.2.1. To the leaders:

17

3.2.2. To the professional group:

17

Other References.

18


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1: INTRODUCTION
1.1.The reasons for topic:
Nowadays, English is very popular all over the world. It is considered as the
second language of many countries. As a result, English becomes a compulsory
subject in most of schools in Vietnam.
English is an important key for young generation to open the future, the needed
site to step out into the world and serve their future career. It is also a mean for
today young generation to exchange, learn with young people all over the world,
study about the customs, traditions, cultures as well as the progress of science and
technology of many countries.
For years, learning foreign language is increasingly popularized and this

subject has become a compulsory subject in all schools. Therefore, the
requirements set out how to achieve quality teaching hours and high efficiency.
This requirement requires the teachers to improve themselves not only on the
qualification but also on teaching methods and teaching techniques.
Comprehending and understanding a language is necessary when pupils are
learning a new language due to the fact that people always need to communicate
and interact with others in different moments or situations in their lives. This paper
will focus on listening, but always combined with grammar, as a way of helping
learners to understand the language system and to develop their ability by using it
to communicate successfully inside and outside the classroom. Communication
skills comprise receptive skills and productive skills. Listening and reading are
receptive skills while speaking and writing are productive skills. Receptive skills
are these in which pupils receive and process the information but do not need to
produce a language to do this, while productive skills require the production, for
instance, a speech.
Listening, as we know, is the skill of understanding spoken language.
Listening is an essential skill, present in most of the activities we carry out
throughout our lives. We listen to a wide variety of things, for example; what
someone says during a conversation, face to face or on the telephone;
announcements giving information, for example, at an airport or railway station;
the weather forecast on the radio; a play on the radio; music; someone else’s
conversation; a lecture; professional advice, for example, at the doctor’s, in the
bank; instructions, for example, on how to use a photocopier or other machinery;
directions; a taped dialogue in class.
In fact, to get good listening skill, the English language learners need to have a
process of regular exercise daily, weekly and monthly with the content and form of
different technologies. Teaching Listening and learning skills in English, though
not new, but it is a very difficult skill for both teachers and pupils at primary school
level.That's the reason why the actual situation like this, I figure research ideas into
this subject partly in the hope of helping the English teachers and pupils gradually

overcome the difficulties to carry out implementation of teaching and learning in


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English Listening carefully horizontal effective better help pupils learn English
more positively, more proactively in acquiring, perceiving knowledge of the lesson.
For these reasons above, as an English teacher at Tan Lap Primary School and I
always wonder how to help my pupils in reaching English easily through four basic
skills: Listening - Speaking - Reading - Writing. However, they find listening skill
the most difficult skill though some of them are really good in the application of
grammar exercises. They are interested in learning English in Grade 3 but over time
they feel afraid, have decreased interest to learn and lead them to the quality
department increasingly decline in the grade on, especially because of their
listening skill in grade 5. Through practical research and teaching to remedy this
situation, I boldly launched an innovative experience “Some methods to improve
the efficiency of teaching listening skill in grade 5 at Tan Lap Primary School”.
1.2. Research purpopes:
My purpose in writing this initiative experience was to find out what the most
common and effective methods in developing listening skill and improve the
quality of teaching English at Tan Lap Primary School, help pupils understand the
importance of listening skill in learning English. Beside that I can cultivate myself
the professional capacity in teaching, improve the teaching methods appropriate for
each positive post, each subject pupils to improve the quality of teaching and
learning English at my school.
1.3. Research objects:
Initiative experience focused on teaching methods to improve the efficiency of
listening hours and improve the quality of English 5 at Tan Lap Primary School.
1.4. Research methods:
In the process of implementing initatives I have used the following research
methods:

- Research methods build the theoretical basis through of the search documents on
teaching listening skills.
- Survey method, comparative. analysis and synthesis.
- Research method: the tables.
2: THE CONTENT OF THE INNOVATIVE EXPERIENCE
2.1. Rationale:
During the process the teaching, the application of teaching methods to guide
pupils perceive knowledge as quickly as possible, the best use of knowledge that is
both a big issue for the cultural subjects in general and English subject particularly.
The use of some tricks in the organization of English teaching activities is both a
success to help pupils develop positive perceptions of pupils in learning and
eloquence, helps pupils focus mentality to grasp the knowledge and help pupils use
English in a foreign language environment with real situations.
I remembered someone said that : “The most basic of all human needs is the
need to understand and be understood. The best way to understand people is to
listen to them.”


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There is no doub that listening skill is the skill that learners must towards the
first. Listening is the most often used skill of communication and good listening is
an integrated part of the communication process.
Through the above situation and causes I saw: as a teacher to teach subjects in
the two classes, I need to give them the pleasure of learning passion and love in
English in order to improve school quality and the quality of subject.
To improve the quality of subject we should improve the quality of teaching
hours which content of listening because listening is one of the important skills to
help them acquire knowledge.
Like reading skill, listening skill as well as a receptor, but listening often harder
to read because the receptive language through listening to the words, there are

other characteristics with the written text.
In grade 5 listening activities are used widely-are important means to introduce
target language or new contents, listening skills are trained and developed through
different listening exercises: listening for the main idea, listening out details or
listening guess means, guess through contextual comprehension exercises. Listen is
relevant to the topic, on the one hand aims to strengthen structure, vocabulary, on
the other hand in order to help the children initially train listening comprehension
skills to obtain information for the purpose of service of daily life.
There are many listening activities in daily living like: listen to the radio, watch
television, but carried out other work at the same time (which is listening not
focused). The focused listening activities are activities listening intentionally. The
listener focuses on the important points, necessary for its deliberate. The listener
knows what he wants to listen. This helps the listener's attention towards your
content into the right to know, so it is necessary to grasp problems with more
effective learning. In the learning language environment, activities listening are
mainly concentrated listening and to develop kinds of different listening skills.
There are some kinds of main listening: listening the gist, listening for instructions
necessary information, listening to confirm earlier conjectures, listening to
accomplish the tasks set forth communication, listening the details...
Listening is generally defined as a conscious, cognitive effort involving
primarily the sense of hearing and leading to interpretation and understanding. We
listen with our senses to understand the communication being uttered. Our goal is
to understand what is being uttered. We want to understand the words and
sentences and through this understanding retrieve the intent the speaker had while
he or she communicated. In other words, we try to identify speaker’s views and
analyze his or her views to work out a coherent picture of the communication we
face. It is a difficult process, in which what is heard is weighed, analyzed, sorted,
related, classified, evaluated as well as judged. Moreover, English Listening skill is
the ability to use language knowledge and listening comprehension purposes
conversations daily communication in English.

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2.2. The reality of problem:
Tan Lap Primary School is a small school, located in Ba Thuoc district, with
nine classes and only one English teacher. Although our school is facing a lot of
difficulties, we always strive the movement of good teaching - good learning, the
movement for improving the quality of education, the facilities for teaching and
learning are not applied fully. I still use my own laptop and electric speakers for
teaching listening skill better.
There are also some limitations:
The majority of pupils’ parents are Muong people (Muong is an ethnic minority)
are less interested in the education of their children, mainly mercy only for school
education and some also have a Vietnamese perspective is also not all learn how to
learn English. Some want attention, but the level is still inadequate, unreasonable
methods. So there are many lazy pupils.
* Toward the teachers:
- Still some teachers have difficulty in performing tasks, vocational-technical, it is
still difficult in the selection of technical vocational training to suit each lesson
content, to suit each pupils and each stage of the listening lesson.
- A few teachers untapped or not fully utilized proficient use of teaching aids,
lesson listen to serve in English.
*Toward pupils:
- Motor learning, practice English listening skills of pupils is limited.
- Many pupils have few opportunities to hear English, they have very little chance
of access to the mass media modern, advanced to the last bared that can understand
English.
- Some pupils are in school more afraid, weaker in listening and speaking in
English, they are also afraid of making mistakes in the process heard English.
- Train new skills and technology was difficult for pupils, especially for pupils of

grade 5.
- Many pupils have not used speed reading and speaking English very fast native,
made in the tape drive.
*Means and teaching aids:
- Teaching aids for teaching serves Listening skills are very much lacking, not
many illustrations, and English recordings.
- Tape recording quality is not good, the voice is not clear, much noise.
*Investigators specifically:
- I have been teaching English for primary pupils since 2014. Myself have been
assigned to teach English across the school grades 3, 4 and 5. Improving the
knowledge, experience in these years. Although I have had valuable experience in
the process on the teaching all grades for many pupils, I still have difficulty in
finding the most suitable way to teach the pupils effectively, especially in listening
skill. I really found it very important to change my approach so I confidently did it.


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At the school year 2020-2021, I was assigned to direct professional teaching
English of grade 5 at Tan Lap Primary School. Through investigation, I realized
that most uncertain vocabulary, English vocabulary was not large, English
Listening skills are limited, failing to meet the requirements and objectives set out
for education in general subjects and listening skills in particular.
In the second semester of the school year 2019-2020, I let the pupils of grade 5
at Tan Lap Primary School do 15- minute listening test.
I. Listen to the weather report and fill in the missing words. (5 points)
The story of Mai An Tiem
King Hung ordered Mai An Tiem and his ______1_______ to live on an island.
The ______2_______ was very far away. One day, An Tiem found some black
seeds and he grew them. The seeds gave _______3______. An Tiem’s family
exchanged the watermelons for food and ______4_______. King Hung heard about

the story and he let An Tiem and his family ______5_______ back home.
II. Listen to the passage and number the sentences you
hear. (5 points)
A. This is my classroom.
B. There are twenty desks and
benches.
C. There are 40 students.
D. There is a clock on the wall. It is
Key: big.
E. The floweers are on the table.
I. Listen to the weather report and fill in the missing words. (6 points)
1. family

2. island

3. watermelon

4. drink

5. go

II. Listen to the passage and number the sentences you
hear. (4 points)
A. 2

B. 5

C. 4

D. 1

E3


7

6.9

4

13.8 15

51.7 6

%

Number

2

%

Number

29

%

Number

5

%

Number

school

2019
2020

Number

Class

Amounts

The

School year

Here are the survey results quality listening skill of pupils of grade 5 at Tan Lap
Primary School - school year 2019-2020:
Table 1:
Excellent good
Medium
Weak
poor

20.7 2

%

6.9

Besides, I also tested the pupils’ interest before applying some of my methods
and techniques in teaching English listening at my school.
Table 2: Check the pupils’ interest.

5

17,2 17

%

poor
Number

0

%

Weak
Number

0

Medium
Number

29

%

good
Number

5

Number

school

2019
2020

Amounts

The

School year

Class

Excellent

58,7 5

%

17,2 2

%

6,9

Starting from the poor results above, I strongly improved, gradually additional the
new teaching method applied to the English periods in genera, in the year after to
see the results more effectively.
2.3. Solutions and implements:
2.3.1. The solutions:
To attract the attention of pupils and improve the efficiency of listening hours,I
conducted the following solutions:
* The equipment needed for the course:
1. Transceivers cassettes.


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2. Recorders readings and listening textbook.
3. Pictorial content and textbook lessons
4. Computers, Computer speaker.
5. The illustrations, equipment
* The Ten principles of listening:
1. Stop Talking
2. Prepare Yourself to Listen
3. Put the Speaker at Ease
4. Remove Distractions
5. Empathetic
6. Be Patient
7. Avoid Personal Prejudice

8. Listen to the Tone
9. Listen for Ideas – Not Just Words
10. Wait and Watch for Non-Verbal Communication
* Procedures of a general listening:
In fact, listening is still a difficult skill for pupils. To overcome these difficulties
while listening, I often use the following measures:
- Teachers introduces topics which involve listening, explain new words, concepts
will listen.
- Gives questions to help pupils predict the content will listen.
-Introduces new words or revision, consolidate the vocabulary needed for all to
listen.
- Gives out guiding questions to listen.
- Divides the process of listening step by step: the first time: listening the main,
answers to questions. The second one: listening more details …
- If the long listening lesson, we will divide class into short-term for the pupil to
listening, there are various specific requirements.
As usual the structure of the listening lesson is usually composed of three main
parts:
Pre-listening
While -listening
Post-listening
Because the listening lessons are difficult, the teacher should require to apply
correctly and fully the steps of a listening lesson. In each stage must choose
appropriate, always changing methods, teaching tips to attract pupils, they will be
excited, will increase efficiency of the listening lesson.


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Here I would like to present some of the methods, tricks I normally applied in
the teaching in general and especially in the listening lessons.

2.3.2. Implements:
The first work when the teacher entered the class-opening a school is the
general pedagogic purposes to stabilize class, psychological preparation,
knowledge of subjects. With foreign language operate on school has a very
important meaning, it is as a part of the lesson that without it, the next step is not or
difficult to carry out these activities. Particularly, situations created role, poses with
the purpose of teaching activities -this is a necessary condition to have effective
lessons. That is:
Prepare plans for an English Listening Lesson.
A. Revision-warm-up:
to focus their attention create excitement by some short game (bingo, pelmanism,
brainstorming, guessing game, Kim’s game, chain game, crossword puzzle
Ex :
* Brainstorming: Unit 6-lesson 1: ask pupils to think of the Subjects used to
describe body build and hair
Maths
English

Art
Subjects
Music

Vietnamese
*Bingo: Unit 17 Lesson 1:
- Teacher asks pupils to write down on their notebooks 5 things they can eat.
- Prepare a list of food. Then call out each word in aloud voice.
- Pupils listen to the teacher carefully. If anyone has the same things, they cross
them out. The first person crossing out all 5 things shouts “Bingo” and win the
game.
- Suggessted list of food: chicken, noodles, fish, bread, chocolate, biscuits,

sandwich,...
*Guessing: Guess from context:What actions? (Unit 12-Lesson 1)
- Teacher asks pupils to look at the picture on page 12, 13 and write out all the
verbs describing the actions of the people in it.
- The group having the most right verbs is the winner.
- Answer key: climb the tree, run down the stairs, swim, ride a bike...


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There are many other activities, but every activity I always guide clearly,
definitely, in particular. I often encourage them, put an exact repair. These activities
have helped them a lot in the next receptive listening easily.
In sum, you can apply various techniques, many methods in the REVISION /
WARM UP is really effective, and perform many different tasks to create the
pupils’ attention, class stability and help pupils with psychological preparation for
their lesson.
B. Pre - Listening:
- This is the first stage of orientation to help pupils think about the subject or
situation or content before pupils to listen.
- Teachers should create confidence for the pupils when they prepare to lead by
listening, suggestive hearing about the topic, ask pupils to observe the pictures,
read from passages and guess what they will hear about preparation what subject,
who is about to talk to someone, somewhere, about something ...
- Teachers can ask pupils to work in teams, guess preliminary hearing about
upcoming content through pictorial or listening situations. Maybe they say exactly
what they are going to hear but the problem is that you can create for pupils the
excitement and confidence before listening.
- Teachers help them to anticipate the difficulties that pupils may encounter in
pronunciation or new structures, new knowledge ...
- Finally teachers make it clear to pupils that they will be heard many times, and

guidance requirements, specific tasks for the pupils to listen (Choose the right /
wrong answer… ).
B1-Pre-teaching: vocabulary
The purpose of this section is to introduce pupils to some new words will be heard
or related to the listening text. These words will help them to be somewhat shaped
portion of the listening. I also use these tips to teach the vocabularies, such as:
*visuals:(tranh, ảnh...) Ex :
- pilot(n): phi công
- bridge(n): cái cầu
*Synonym/antonym:
- quiet (adj)>- greedy(adj)= generous (adj)
Besides that There are also many other tips: realia, situation, explaination,
example, mime...
To continue to make the appeal for listening, we need to create the context, creat
reasons, need to listen.
B2: Set the scene:
One of the skills they need to listen is the ability to predict what is about to
listen. So when the pupils listen we should anticipate that pupils will listen in a
certain context. We can conduct this activity in several ways like using a
surrounding, practical use, mainly given the situation with the help of visual
aids...We can use these questions to create curiosity of pupils, to sweeten the
purpose of listening - create requirements and the listening task.


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Ex: unit 3 –Lesson 2
Teacher asks pupils to listen attentively and set the scene “Mai, Linda, Nam, Trung
visited some places. How did they go there?”.
Have pupils guess the messages.

B3:Predictions :
*Unit 9-Lesson 1 : Teacher asks pupils to look at the pictures on page 59 and guess
3 animals they saw at the zoo.
-Feedback
*Brainstorm : Unit 18- Lesson 1
cloudy
cool
Words related to the
weather
forecast
snowy
warm
hot
Possible answer: Rainy, snowy, sunny, foggy , windy, stormy, warm,...
The purpose of this section is to attract the attention of pupils on the main idea
of the lesson-the main idea to listen. In Pre-listening section, they only predict not
require completely accurate. This has helped them to be more confident in learning,
not fear of making mistakes and it has helped him or her want to listen to all things
to see if their predictions are correct.
Next, apply one of 3 techniques to the Pre-listening stage.
Ordering Statements/Pictures: Typically for listening content as a story or about a
process. Use an extra- board or the projector to introduce pupils to a number (5-7)
sentence or a picture about the content of listening, ask them to rearrange the order
as their predicts for the content or story that process.
True/False Statements Predictions: Use this technique for the listening is one
passage, 1 text or a conversation. Also use an extra- board or the projector to give a
few sentences, ask pupils to predict right and wrong based on prior knowledge..
Open Predictions: used for short excerpts listed or describe. Can be used sentences
filled with gaps (gap) is the data or the nature and characteristics ... It is possible
that the tables with columns of data, missing information. Teachers asks pupils to

predicts the data and information. We can use Networks / Brainstorm instead.
Besides we can use tricks Pre - Questions by giving some suggested questions on
the subject which pupils are going to listen, think and predict the content or ask
pupils to put a number of questions that they are going to listen.
C. While - Listening:
This is an important step which requires pupils to understand the main contents
of the article through conducting some basic exercises. In this stage pupils have the
opportunity to practice more.


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When pupils conducted exercises in the Pre- listening, the teacher asks them to
read exercises to test their prediction is true or false, redundant or shortage thereby
to correct. From that pupils understand the main content of the listening
(Checking).
The next the pupils need to do more exercises to deepen knowledge, for
example: Gap-Filling; Comprehension questions; Multiple Choice; Identifying
specific information; Listening and numbering pictures; listen and tick; Listening
and write…
By completing the exercises, pupils have to understand clearly the details of the
listening text, the next step will help them develop thinking and reproduce the
listening content.
The advantage of teaching the listening follow the three steps is to help pupils
achieve the learning outcomes in a comprehensive manner and in a logical order:
Depart from: know - understand - apply - analysis - synthesis - evaluation.
Listening task 1: Listen and choose a, b or c ( Unit 15-Lesson 2)
- Teacher lets pupils listen to the tape twice and give the answers by choosing a, b
or c option.
- Give feedback
- Answers: 1. a an architect

2. a a nurse
3. b fly a plane
4. c work on a farm
Listening task 2: Listen and number ( Unit 5-Lesson 2)
- Teacher lets pupils listen to the tape twice and give the answers by numbering the
options.
-Give feedback.
Answer key:
a. 2
b. 3
c. 4
d. 1
Listening task 3: Listen and write ( Unit 8-Lesson 2)
- Teacher asks pupils to listen and write one word in each blank correctly.
Answer key:
1. kind
2. clever
3. hard-working
4. generous
The activities during this stage is very diverse and plentiful requires me to
combine the rational for each post, constantly changing to avoid boredom, sadness.
Beside that I need to express the fun, avoid stress for the children during listening.


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The most important thing during this stage is to ensure the sample sounded like
tapes should be clear, well-known ensure the quality. However, now in grade 5
tapes as well as other classes tapes poor quality sounded even less that I often read
to your child with average speeds to ensure intonation as in the tape to avoid
affecting the content, semantics of all.

C. Post - Listening:
This is the final stage of the process of teaching English listening skills. During
this period pupils have more opportunities to practice after listening, they can apply
the knowledge, language skills have been trained stage set " while - Listening " on
the actual communicative situations, pupils have to add several types more
exercises to consolidate their knowledge and expand their thinking abilities.
Gap - Filling: Use the words in the article to fill in the blanks.
Survey: ask and answer about problems in the listening text, in the classroom or
outside the real life.
Trasformation Writing: Base on the information in the article to write a similar
issue.
Recall / retell: Say or tell the content of the listening text again
With any types of exercises, in any steps, after giving out, teachers have to
conduct the following rules:
- Teacher sets the scene: Gives the situation of the listening text.
- Gives time for pupils to do: Givse pupils time (1-10 minutes) to do their
homework.
- Collects information from pupils/Gest feedback, information from pupils.
- Checks and corrects: Check and correct the information.
In the process of conducting the exercises, we can include into the game as:
Lucky Number, Simon Say, Guessing Game, Introductions, Right-Left, Information
... to increase the excitement of the activities and attract pupils’ interest after
learning to listen.
Teacher’s name: Hoang Thi Hanh
School: Tan Lap Primary School
Week: 22 – Period: 43
2021
Class: 5

Unit: 13

Planning date: February 3rd,
Teaching date: February 10th, 2021

LESSON PLAN
Unit 13: WHAT DO YOU DO IN YOUR FREE TIME?
Lesson 1
I. Objectives:
By the end of this unit pupils can:


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- Use the words and phrases related to the topics Free time activities. Ask and
answer questions about What someone does in his/her free time, using What do you
do in your free time? – I ....
- Develop pupils speaking and listening skills.
- Pupils look after, solve problems and study themselves.
- Studious and obedient pupils and love their hometown, family and friends.
II. Languages focus:
- Sentence Pattners: What do you do in your free time? – I ....
- Vocabulary: free time, karate, surf the internet, clean,....
III. Teaching aids:
1. Teacher’s: pupils’ and teacher’s book, pictures, cassette.
2. Pupils’: books, notebooks, workbooks.
IV. Teaching processes:
1. Class organization:
- Greeting. Checking for the students' attendance.
2. New lesson
Teacher’s activities
Pupils’ activities
Warm up: play bingo game. - The class play Bingo game with phrases such as:

play badminton, play chess, go fishing... then get
1. Look, listen and repeat.
to make the sentences with the phrases in game.
- Introduce the dialogue.
- Look at the pictures to identify the
characters(Tom and Nam) and the context in the
book guess what the story is about and point at
each picture to elicit their answers to these
- Play the recording
questions.
- Listen follow in their book.
- Check and corect.
- Pupils listen and repeat in chorus two times.
- Read in group/ pair: One repeats Tom’s part, the
- Elicits the structure
other repeats Nam’part.
2. Point and say
- Pupils give new structure sentence:
- Teach vocabulary: free
What do you do in your free time? – I ....
time, karate, surf the
- Note write down new words and read after T.
internet, clean,....
Play game: What and where ( Whole class)
- Model sentence.
- Say phrases under the pictures.
- Monitor the activity and - Look and find out the model sentences.
offer help, if necessary.
- Point the pictures and practise asking and
answering question:

- Check and correct.
What do you do in your free time? – I ....
- 2 - 3 pairs perform their task at the front of the
class. The rest of the class observe and give
3. Let’s Talk
comments.
- Give tasks.
- Talking about where someone went on his/her


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- Monitor the activity and last holiday, using:
offer help, if necessary.
What do you do in your free time? – I ....
- Pupils work in pairs.
- Correct their
- Pupils practise answering the questions with
pronunciation and mistake. information about themselves.
4.Consolidation
- 6-7 pairs perform their task at the front of the
Summary the lesson
class. The rest of the class observe and give
5.Homework
comments.
- Do exercises in workbook, learn by heart the
new words.

• Experience:
…………………………………………………………………………………
…………………………………………………………………………………

…………………………………………………………………………………
………
2.4. The results achievements after application of themes:
The experience applying the innovative “Some methods to improve the
efficiency of teaching listening skill in grade 5 at Tan Lap Primary School”. In
the process of teaching English to pupils in grade 5 that I undertake myself have
been very delighted, excited for rapid obtained very positive results. Firstly, the
experience of teaching English Listening skills are very consistent with the
textbook program innovation. interested pupils learning rather, they are more active
and better at learning, creative capital to expand the knowledge themselves, and
also very versatile in performing tasks, acquire knowledge and develop skills in
listening comprehension in English courses. learning atmosphere in the classroom
is more exciting, so they learn English more active. This is also an important factor,
positive, contributing to improve the quality and enhance and effectiveness of
English teaching, and help pupils become more confident, through the test given in
English the second semester of the school year 2020 - 2021 as follows :

Table 3: Second semester of the school year 2020-2021 at Tan Lap Primary
School.
P

T

Class

Excellent

good

Medium

Weak

poor


16

8

26.7 15

50

1

%

3.3

Number

20

%

Number

6

%

Number

30

Number

Number

5

upil
amount

he school

School

2020
2021

%

%

0

0

The quality of the pupils changed positively.
Type

Class 5

Excellent
good
Medium
Weak
Poor

Increased 13.1 %
Increased 12.9 %
Reduced 1.7 %
Reduced 17.4 %
Reduced 6.9 %

We can easily find out the positive change compared with the results of the
school year 2019-2020. This change made me feel more confident to apply these
methods and techniques for next school years.
Table 4:
Check the pupils’ interest. ( In the 2nd semester of the school year 2020-2021.)

10

33.3 12

The interest of the pupils changed remarkably:

%

40

poor
Number

16.7

%

Weak
Number

05

Medium
Number

30

%

good
Number

5

Number

school

2020
2021

Pupil
amount

The

School year

Class

Excellent

%

0

0

3

%

10


17

Type

Class 5

Very interested
Interested
Normal
Less interested
Not interested

Increased 16.7 %
Increased 16.1 %
Reduced 18.7 %
Reduced 7.2 %
Reduced 6.9 %

When I applied this innovative experience in teaching listening skill for my
grade 5 pupils, I saw them working more attentively and effectively. That is why
they have been more interested in this skill. This makes me pleased so much to
have more ideas to do my teaching better and better.
3: CONCLUSIONS AND RECOMMENDATIONS :
3.1. Conclusions:
According to the results obtained, we can notice that listening competence is a
skill that need to be developed consciously. It can best be developed with practice
in classroom through activities, which promotes interaction between pupils. This
innovative experience has tried to show that it is easier to obtain pupils
‘participation and motivation when the suggested materials are entertaining,
original and surprising. The key is to motivate and change their negative attitude
towards English, giving pupils chances to listen about interesting topics, which can
result easy for them and for their level. How can teachers get that?

First of all, teachers should use the English language from Primary Education
so, if pupils are accustomed to this language since an early age, it will be easier to
communicate and understand English better and their fears will disappear.
Day by day, pupils really learn the mentioned skills previously. Sometimes, it is
only when a child spontaneously uses vocabulary or expresses his/her own opinion
related to a previous listening carried out in the classroom. An idea would be giving
pupils opportunities to use their listening skill in real life situations, giving them
the sense of what they are learning in situations that they do not have in the
classroom. For example, doing more activities outside school, participating in
events or inviting people from an English speaking country as a way of
comprehending its practical use. Another way would be using new technologies,
which are very useful and motivate the pupils because they consider them
something different and funny.
It is desirable to say that teachers must support pupils in their education and
encourage them to use English, and at the same time, teachers need to be in
constant contact with new techniques and materials in this changeable teaching.


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Finally, teaching listening skill can be very different depending on the
methodology followed by each teacher but what it is really important is to develop
during the English lessons to get pupils learn the second language entirely. Due to
this, some suggestions have been offered, which can be put into practice during the
lessons in order to motivate pupils to participate in class and to do interaction
activities to develop listening skill. These activities allow pupils to feel more
comfortable and confident when they have to hold a conversation in English and
they make the skills more effective in order to get a perfect acquisition of the
second language, covering all the skills: listening, speaking, reading and writing.
3.2. Recommendations:
3.2.1. To the leaders:

- It is necessary to create conditions for teachers to have the opportunity to learn
and exchange experiences with colleagues, with the foreign experts through
seminars on teaching and learning in English.
- To equip functional visual classrooms to service for the teaching of English
listening skill.
3.2.2. To the professional group:
Organize classes which are related to the way to teach listening skill effectively.
From that teachers have more chance to share and learn the experience from other
teachers in teaching listening.
Through the practical teaching, learning from my friends and colleagues, based
on my own experience, I look forward to additional scientific council comment on
my initiative experience which is more completed and widely applied in
mountainous area to improve the quality of English in general and listening skill in
particular.
Finally, I would like to thank the school administrators, teachers, training staff
in professional groups have facilitated for me to complete my initiative experience.

Thank you very much for reading!
Ba Thuoc , April 6th, 2021
Principal Confirm
I assure that this is my innovative
experience. I do not copy other people's.
Written by


19
Hoang Thi Hanh

OTHER REFERENCES
1. Book of teachers, textbooks grade 5- English class of the Ministry of Education.

2. Books teaching methods in English "English language Teachimg Methodology"
of the Ministry of Education in 2003.
3. The Book of General Education Studies - Hanoi Publishing House, 1995.
4. Books Student Assessment in Education of the Ministry of Education.
5. Books "Some problems of innovation of teaching methods of English primary
school level by the Ministry of Education and Training" .


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